• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.53-74
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• 2013

The purpose of this paper is to analyze how mathematically gifted middle school students find out the necessary and sufficient condition for a certain hyperbolic line to be parallel to a given hyperbolic line in Non-Euclidean disc model (Poincar$\acute{e}$ disc model) using the Geometer's Sketchpad. We also investigated their characteristic of mathematical thinking and analyze how they express what they had observed while they did mental experiments in the Poincar$\acute{e}$ disc using computer-aided construction tools, measurement tools and inductive reasoning.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.317-332
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• 2012

We investigated brain activity during the performance of the intelligence task by a science high school student group (n=8) and a foreign language high school student group (n=5). Both groups scored in the top 1% on intelligence tests (science high school group: RAPM mean score=34.0, WAIS mean IQ=139.6; foreign language high school group: RAPM mean score=33.8, WAIS mean IQ=147.2). Analysis of brain activity during the performance of the intelligence task showed that both groups had brain activity in certain areas, including the left and right prefrontal cortex, parietal cortex, and anterior cingulate. The science high school group showed the highest activity in the right parietal cortex, which is related to visuo-spatial working memory, whereas the foreign language high school group showed the highest activity in the left prefrontal cortex, which is related to verbal working memory. The foreign language high school group showed higher brain activity than the science high school group in the left precentral gyrus which is related to the motion of the tongue and lips. These results show that the science high school group utilized the visuo-spatial area, whereas the foreign language high school group utilized the verbal area during the performance of the intelligence task. This suggests that the major thinking process differs depending on the gifted students' primary field of study, although they are doing the same task.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.139-156
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• 1995

The purpose of the study is to examine the effects of Gifted Education Isnstitute of Korea (GEIK) programs for gifted children especially in the areas of reasoning skills and creativity, thereby proving the effectiveness of the program. The subjects are 136 (103 boys and 33 girls) fourth, fifth, and sixth grade gifted children, who have participated in GEIK programs for more than six moths. They were stratified by the length of participation in GEIK programs. Ninety four children have participated for more than one year. Forty-two children have participated for less than one year. Both groups are rather homogeneous in IQ scores and school achievement levels at the time of enterance into GEIK programs. Both a Group Assessment of Logical Thinking (GAIT) and a Creativity test were used for the study on reasoning skills and creativity. GALT, developed by V. Roadranka, R. H. Yeany and M. J. Padilla in 1983, consists of 12 questions. It is classified into six subscales: conservation, proportional reasoning, controlling variables, provability reasoning, correlational reasoning, and combinatorial reasoning. The reliability of this test is .85. This test recommends to classify the stages of child development as follows according to the total test score. 0-4 point: Concrete Stage, 5-7 points: Transitional Stage, and 8 and above points: Formal stage. The Creativity Test was developed by Y. Lee and W. Chung (1971). It consists of four components: fluency, flexibility, originality, and openness. Only both fluency and openness were used in this study. In order to analyze data, T-Test, Intercorrelational Analyses, ANOVA, and Nultiple Regression were used. Followings are the results deduced from the above analoyses of the data. First, 43.48% of the subjects were on Concrete Stage, 36.78% were on the Transitional Stage, and 19.86% were on the Formal Stage in the developmental level classified by Piaget. Second, the students who have participated in GEIK programs more than one year acquired significantly higher score in GALT than the students who have participated in GEIK programs less than one year. Third, boys showed higher score in GALT than girls did. Fourth, there were statistically significant intercorrelations between six subscales of GALT. Fifth, the students who have participated in GEIK programs more than one year acquired significantly higher score in openness of creativity test than the students who have participated in GEIK programs less than one year. There were no significant differences in openness of creativity test between boys and girls. Sixth, the students who have participated in GEIK programs more than one year acquired significantly higher score in fluency of creativity test than the students who have participated in GEIK programs less than one year. Girls showed higher score in fluency of creativity test than boys did. Seventh, the students who acquired higher score in GALT showed higher score in both openness and fluency of creativity test. Followings are the conclusions deduced form the above results. First, the developmental level of reasoning skills of the fourth grade students participationg in GEIK programs is the same as that of 7th grade of normal Korean students and the same as those of 10th grade of U.S.A. and Philipoine students. Second, the GEIK programs are effective in improving reasoning skills. Third, the GEIK programs are effective in improving creativity. Fouth, reasoning skills and creativity can be improved by well planned programs. In conclusion, this study suggests that beyond reasoning skills and creativity, other areas such as areas in science skills, mathmatical skills, or verbal skills, etc., should be studied in the future.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.641-654
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• 2012

In this study, we investigated the effects of coteaching science instruction in elementary science-gifted education upon students' concept application ability and their perception of the instruction. Fifth graders (N=37) from two science-gifted classes in two elementary schools were selected and assigned to control (n=19) and coteaching instruction (CI, n=18) groups. Two teachers prepared, executed, and evaluated together the instructions for science-gifted elementary students during twelve classes in the CI group, and so did one teacher with the same programs in the control group. After the instructions, the students in the two groups were administered with a test of concept application ability. All students in the CI group were also administered with a questionnaire on the perception of the instruction and were deeply interviewed. The results revealed that the scores of those in the CI group were significantly higher than those in the control group in the test on concept application ability. Many students in the CI group perceived the coteaching science instruction positively upon verbal interaction, class management, and cognitive/affective aspects. However, some of them also pointed a few disadvantages of the instruction. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.509-518
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• 2011

In this study, we investigated the effects of analogy-generating in small group in elementary science-gifted education upon the types and the mapping errors of student-generated analogies, and the perceptions of the instruction. Fifth graders (N=37) at two science-gifted classes in two elementary schools were selected and assigned to individualistic analogygenerating (IA, n=19) and pair analogy-generating (PA, n=18) groups. After the students of each group performed the experiment and were taught about 'saturated solution' concept in the first class, they administered the test on the self-generating analogies on the concept in the second class. The students in the PA group also administered the test on perceptions of analogy-generating in small group and some of them were interviewed deeply. The results revealed that the students in the PA group made more verbal/pictorial, structural/functional, enriched, and higher systematic analogies than those in the IA group. However, there were little difference between the two groups in the subcategories of artificiality (artificial and everyday) and abstraction (abstract and concrete). The students in the PA group fewer mapping errors than those in the IA group. Many students in PA group perceived the analogy-generating in small group positively upon various cognitive and motivational aspects. However, they also pointed a few disadvantages of the activity. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.161-177
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• 2023

Scientific explanation is composed of various representations such as texts, diagrams, and graphs, and each representation contributes to expanding scientific meaning by connecting similar but slightly different meanings as a 'mode'. Based on this perspective of social semiotics, we aimed to identify the characteristics of meaning formation demonstrated in students' science writing (verbal mode) and science drawing (visual mode) and to discuss the pedagogical use of multimodal representations. To that end, 18 science drawings and 18 scientific writings constructed by science-gifted elementary students on air pressure were collected. The characteristics of the drawn and written explanations were then analyzed from the affordance perspective in social semiotics. In science drawing, students showed a tendency to use the affordance of the visual mode to infer concrete changes from the particle view, such as the movement of air particles, the number of air particles, and the collision of particles. In science writing, students used the affordance of the verbal mode mainly to infer the causal relationship between the concept of air pressure and other related factors at an abstract level. Based on those results, we discuss the educational implications and provide concrete examples of how to use the unique affordances of each form to complement one another.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.1-15
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• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.